The Jamaican Government with support from UNESCO have begun the implementation of the Information and Communications Technology Competency Framework for Teachers (ICT-CFT). A new ICT-CFT Curriculum has been developed from this framework and is currently being piloted at the University of Technology, Jamaica. This study was conducted among the pilot group of pre-service teachers to determine their perceptions of the impact of this new course of study on their abilities to integrate ICT in their specialist areas. Two research questions guided the study.
A total of 30 pre-service TVET teacher, two lecturers and the educational technologist were purposefully selected for the study. The sample size was (n =33). A questionnaire and interviews were used to collect data. The findings showed that gender matters as it relates to the perceptions of pre-service TVET teachers and their readiness to integrate ICT in the curriculum. Males demonstrated a higher level of perceptions than their females. There was no difference in the perceptions of males and females towards their preparation to integrate ICT in the curriculum. Factors such as age group, prior exposure to ICT, and previous teaching experience, were not significant.
The interview findings suggested that peer support and adequate technical support were among the factors that can impact the pre-service TVET teachers’ mastery of integration of ICT in the curriculum. Recommendations were made on supporting the pre-service TVET teachers, modeling effective technology integration, promoting self-efficacy, and observing the pre-service TVET teachers during the practicum.
Table of Contents
1. Introduction
2. Statement of the Problem
3. Purpose of the Study
4. Research Questions
5. Theoretical Framework
6. Delimitations and Limitations of the Study
7. Significance of the Study
8. Literature Review
8.1 The New Realities Facing Teacher Training Programmes
8.2 Technology Self-Efficacy and Technology Integration
9. Research Methodology
10. Results
11. Conclusion
12. Recommendations
13. Future Research
14. References
Research Objectives and Themes
The study aims to investigate the perceptions of pre-service Technical and Vocational Education and Training (TVET) teachers regarding their readiness to integrate Information and Communications Technology (ICT) into the curriculum at the University of Technology, Jamaica, following the implementation of a new pilot curriculum.
- Perceptions of pre-service teachers regarding ICT integration readiness
- Influence of gender on ICT integration capabilities
- The impact of theoretical frameworks such as TAM and TPACK on educational practice
- The role of peer support and technical training in developing teacher confidence
- Challenges and strategies for effective technology integration in TVET teacher training
Excerpt from the Book
Introduction
In recent times, the integration of Information and Communication Technologies (ICT) in the curriculum has been quite topical in Jamaica, the Caribbean, and the world at large. Such conversation is fueled by the notion that digital tools such as computers, mobile tools, projection systems, software, and the Internet are now conceived as ‘basic infrastructure’ within schools (Ruggiero & Mong, 2015). Many institutions at different levels are now forced to make provisions for the Millennials by ensuring that teachers are adequately prepared to adequately engage the students using modern techniques and methodologies. The increased access to ICTs in schools and the need to satisfy the interests of the Millennials has resulted in an expectation that technology-enhanced teaching will improve learning outcomes for these students (Barreto & Orey, 2014; Hew & Brush, 2007; Koc & Bakir, 2010; Laferrière, Hamel, & Searson, 2013). Technology integration has, therefore, become a basic job requirement for teachers in contemporary society (Lawless & Pellegrino, 2007; Ruggiero & Mong, 2015; Teo, 2011).
In its response, the Government of Jamaica with support from UNESCO has begun the implementation of the ICT Competency Framework for Teachers (ICT-CFT) to improve teacher’s ability to integrate technology in the curriculum. A new ICT-CFT curriculum has been developed based on this framework to replace the existing curriculum in all teacher training institutions. The curriculum is designed to equip teachers with the requisite knowledge and competencies to integrate ICT in the curriculum.
Summary of Chapters
Introduction: Provides the context of ICT integration in Jamaican education and outlines the pilot project for the new ICT-CFT curriculum.
Statement of the Problem: Highlights the gap between technical ICT skills and pedagogical knowledge among pre-service teachers.
Purpose of the Study: Defines the research objective to investigate perceptions of readiness among pre-service TVET teachers.
Research Questions: Lists the two guiding questions concerning gender influence and other factors affecting ICT integration perceptions.
Theoretical Framework: Describes the application of the Technology Acceptance Model (TAM) and the TPACK model in the study.
Delimitations and Limitations of the Study: Acknowledges the scope of the study restricted to one tertiary institution and specific participant groups.
Significance of the Study: Explains the value of the findings for informing policy and teacher training preparations.
Literature Review: Examines global trends and challenges regarding technology integration, novice teacher preparedness, and strategies for improvement.
Research Methodology: Outlines the mixed-methods case study approach involving questionnaires and interviews with 33 participants.
Results: Presents statistical and qualitative findings showing gender differences and common themes like the importance of prior experience.
Conclusion: Summarizes that teachers perceive themselves as ready, while emphasizing the importance of vicarious and enactive learning.
Recommendations: Proposes actionable steps including technologist support, modeling, and practicum adjustments.
Future Research: Suggests longitudinal studies and further investigation into predictive factors.
Keywords
Integration of ICT, pre-service TVET teachers, curriculum, TPACK model, Technology Acceptance Model, teacher readiness, pedagogical knowledge, technical support, educational technology, constructivist approach, self-efficacy, gender differences, teacher training, classroom integration, digital tools.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on assessing how pre-service TVET teachers at the University of Technology, Jamaica, perceive their own readiness to integrate ICT into the curriculum after completing a pilot program based on the UNESCO ICT-CFT.
What are the core themes addressed in the paper?
The paper addresses the intersection of technical skill acquisition, pedagogical application, the role of self-efficacy, and the necessity of support systems like peer collaboration and technological mentorship in teacher training.
What is the main research question of the study?
The study primarily explores how gender influences perceptions of readiness to integrate ICT and identifies which secondary factors (such as age or experience) correlate with these perceptions.
Which methodologies were employed to gather data?
The author utilized a mixed-methods case study design, incorporating a survey questionnaire for the pre-service teachers and qualitative interviews with lecturers and the educational technologist.
What does the main body of the work cover?
The main body covers a literature review of ICT integration challenges, the theoretical underpinnings provided by TAM and TPACK models, the specific methodology used, and the analysis of the study's results.
Which keywords best characterize the work?
Key terms include Integration of ICT, pre-service TVET teachers, TPACK model, self-efficacy, and constructivist approach.
Did the study find significant differences between male and female participants?
Yes, the study found that male participants demonstrated a statistically higher mean rank in their perceptions of readiness to integrate ICT compared to female participants.
What role does the TPACK model play in the study?
The TPACK model serves as a framework to describe the foundation for effective ICT integration, focusing on the intersection of technological, pedagogical, and content knowledge necessary for teachers.
- Citar trabajo
- Junior Martin (Autor), 2019, Pre-Service TVET Teachers’ Perceptions of their Readiness to Integrate ICT in the Curriculum, Múnich, GRIN Verlag, https://www.grin.com/document/501866
